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Global temperature projections with increasing and decreasing greenhouse gas emissions.
http://www.youtube.com/watch?v=7KQ-cAqwtXs&lr=1

Met Office Hadley Centre

This animation shows predicted changes in temperature across the globe, relative to pre-industrial levels, under two different emissions scenarios in the COP 17 climate model. The first is with emissions continuing to increase through the century. The second is with emissions declining through the century.

Video length: 2:10 minutes.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Simulation/Interactive supports the Next Generation Science Standards»
Middle School: 3 Cross Cutting Concepts, 3 Science and Engineering Practices
High School: 1 Performance Expectation, 1 Disciplinary Core Idea, 2 Cross Cutting Concepts, 2 Science and Engineering Practices

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • There is no narration to this animation, so the educator will need to provide the context and explain what is being shown.

About the Science

  • The model shows that by the end of the century, the global average temperature rise would be just above 4 degrees C with increasing emissions, and just over 2 degrees C with decreasing emissions (compared to pre-industrial levels).
  • The animation is produced by the United Kingdom's national weather service.
  • Comments from expert scientist: These changing patterns show how temperature change would occur according to two scenarios of global warming until the year 2099. The results are very significant, both lower and higher gas amounts. The scenarios are from early model runs. There is no view of the high southern latitudes including the Antarctic continent.

About the Pedagogy

  • Requires some prior explanation of the IPCC emissions scenarios.
  • A small amount of information on the two scenarios used is given in the text below the video.

Technical Details/Ease of Use

  • Visual quality sufficient for projection, although recommend HD view.

Next Generation Science Standards See how this Simulation/Interactive supports:

Middle School

Cross Cutting Concepts: 3

Patterns

MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems

MS-C1.3: Patterns can be used to identify cause and effect relationships.

MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.

Science and Engineering Practices: 3

Developing and Using Models

MS-P2.5:Develop and/or use a model to predict and/or describe phenomena.

MS-P2.6: Develop a model to describe unobservable mechanisms.

MS-P2.7:Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

High School

Performance Expectations: 1

HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Disciplinary Core Ideas: 1

HS-ESS3.D2:Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

Cross Cutting Concepts: 2

Patterns

HS-C1.1:Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena

HS-C1.2:Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments.

Science and Engineering Practices: 2

Developing and Using Models

HS-P2.3:Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system

HS-P2.6:Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.


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